Article Text
A new grassroots mentorship program is giving Black teenagers in Alexandria and Arlington a place to explore literature, history and current events they may not encounter in school.
Launched earlier this year by young Black professionals from both communities, The Echo Project emerged amid educational policy changes that organizers believe threaten the inclusion of African American experiences in classroom curricula.
“The goal is to make sure Black students see themselves in the stories they read — not just during Black History Month, but in every chapter of history,” co-founder and mentor Maya Henderson said.
The program pairs high school students with mentors for weekly gatherings in volunteers’ homes. Participants examine cultural identity through themed sessions such as Voices Erased, which covers banned or marginalized writing; Power in Protest, which traces activism from the Civil Rights era to today; and Building Legacy, which asks students to consider the futures they want to create.
Meetings extend beyond conventional book discussions. Students review primary sources, listen to oral histories and speak candidly about growing up with limited—or deliberately restricted—representation.
Mentor David Alston, who grew up in Alexandria, said some participants had never been assigned work by Toni Morrison or learned about Angela Davis and Fred Hampton in school.
“That’s not an accident, it’s policy,” Alston said. “And we’re here to push back.”
Organizers also describe the initiative as a response to nationwide rollbacks of diversity, equity and inclusion policies. They say the political backlash has made some educators reluctant to discuss race, culture and identity, leaving community programs to address the resulting gaps.
For 16-year-old Nia Bell, the experience transformed history from a collection of dates and wars into something personal.
“Now I know history includes my family, my neighborhood, the books they don’t teach us in school,” Bell said. “That changes everything.”
Students frequently turn what they learn into poetry, spoken-word performances, podcast segments and mock public hearings. Civic education is another major focus, with mentors explaining how local school board decisions connect with national disputes over curriculum.
Amir, an Arlington junior, said the project gives students room to discuss events at school and in the wider world with adults who listen to them.
“It makes me want to show up and speak out,” he said.
Mentors help participants draft letters to school officials, prepare public comments and attend board meetings. They view those activities as essential to understanding how decisions about curriculum determine which perspectives receive attention and which are excluded.
“We’re not just talking about the past,” Henderson said. “We’re preparing these kids to be the ones who shape the future.”
The Echo Project has mentored more than two dozen students so far and plans to reach neighboring school districts. The young initiative currently relies on community donations and borrowed meeting spaces.
Henderson said its larger purpose is to ensure Black students understand that their experiences are not peripheral to history.
“The Echo Project is about reclaiming space,” she said. “It’s about showing Black students that their stories aren’t side notes, they’re center stage. And they always have been.”